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DESCRIPTION:Creating space for southern narratives on teaching and learnin
g \;In the postcolonial world of the 21st century\, fundamental and
urgent questions about the nature of knowledge have profound ramification
s for the scholarship of teaching and learning (SoTL). Whilst attempts ha
ve been made to internationalise the curriculum in many countries around
the world since as far back as the 1990s\, there have been more recent ca
lls to decolonise higher education curricula. This involves engaging in i
nnovative curriculum reform that addresses challenging questions such as
the following:\;Whose knowledge is significant in higher education?How
could northern\, eastern\, southern and indigenous knowledge systems be
meaningfully incorporated into university teaching and learning\, and cur
ricula?How can university teachers and learners develop approaches that w
ould enable them to productively and sensitively function in the intercul
tural contact zone of higher education?Whilst these questions are particu
larly urgent in the global South\, especially in countries such as South
Africa in the wake of the #Rhodes-Must-Fall and #Fees-Must-Fall campaigns
\, they are also significant in the global North. The global North contin
ues to occupy a dominant position in the production of knowledge. If univ
ersities are to truly democratise the creation of knowledge and address t
he complex intertwined environmental\, health and social problems of the
21st century\, they will be expected to access all the knowledge systems
of the world. These ideas above form the starting point of this conferenc
e\, which is intended to provide academics with theoretically grounded an
d practical strategies to address current important pedagogical debates o
n decolonisationInvited speakers will include Boaventura de Sousa Santos
(University of Coimbra\, University of Wisconsin-Madison) and Catherine M
anathunga (University of the Sunshine Coast).See the Keynote speakersImpo
rtant informationMore information and abstract submission on this web pag
e or at www.sotlinthesouth.co.zaSee the \;Abstract \;details
\;January 31\, 2019Deadline for submission of abstractsFebruary 28\, 2019
Notification of abstract acceptanceMarch 31\, 2019Deadline for early-bird
registrationApril 30\, 2019Deadline for submission of full papers (optio
nal)May 31\, 2019Notification of acceptance of full papersJune 30\, 2019D
eadline for registrationJuly 31\, 2019Submission of final camera-ready fu
ll papers (optional) \; \; \; \; \; \;
\; \; \; \; \; \; \; \; \; \
; \; \; \; \; \; \; \; \; \;
\;Journals and Conference ProceedingsThe proceedings of the conferen
ce will be published electronically with an ISBN/ISSN. Full papers will b
e subject to a double-blind peer review process before they are accepted
for inclusion in the conference proceedings. Authors and conference parti
cipants are kindly requested to participate in the review process. Furthe
rmore\, selected papers will be considered for a special issue of the SOT
L in the South journal.Conference registration feesEarly bird (by 31 Marc
h 2019)R3 500Late (30 June 2019)R4 500Daily registrationR1 750Registered
students:\; Masters and PhDR1 500Registered students:\; Honours and
undergraduateR500Welcome eventFree for delegatesGala DinnerR500
DTEND:20191011T170000
DTSTAMP:20181219T100848Z
DTSTART:20191009T080000
LOCATION:Bloemfontein\, Free State\, South Africa
SEQUENCE:0
SUMMARY:2nd Biennial SoTL in the South Conference | Annual CUT SoTL Confer
ence
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Creating space for southern narratives on teaching and
learning \;

In the postcolonial world of the 21st
century\, fundamental and urgent questions about the nature of knowledge
have profound ramifications for the scholarship of teaching and learning
(SoTL). Whilst attempts have been made to internationalise the curriculum
in many countries around the world since as far back as the 1990s\, ther
e have been more recent calls to decolonise higher education curricula. T
his involves engaging in innovative curriculum reform that addresses chal
lenging questions such as the following:\;

Whose knowledge
is significant in higher education?

How could northern\, eastern\
, southern and indigenous knowledge systems be meaningfully incorporated
into university teaching and learning\, and curricula?

How can un
iversity teachers and learners develop approaches that would enable them
to productively and sensitively function in the intercultural contact zon
e of higher education?

Whilst these questions are particularl
y urgent in the global South\, especially in countries such as South Afri
ca in the wake of the #Rhodes-Must-Fall and #Fees-Must-Fall campaigns\, t
hey are also significant in the global North. The global North continues
to occupy a dominant position in the production of knowledge. If universi
ties are to truly democratise the creation of knowledge and address the c
omplex intertwined environmental\, health and social problems of the 21st century\, they will be expected to access all the knowledge s
ystems of the world. These ideas above form the starting point of this co
nference\, which is intended to provide academics with theoretically grou
nded and practical strategies to address current important pedagogical de
bates on decolonisation

Invited speakers will incl
ude Boaventura de Sousa Santos (University of Coimbra\, University of Wis
consin-Madison) and Catherine Manathunga (University of the Sunshine Coas
t).

The proceedings of the conference will be published electronically w
ith an ISBN/ISSN. Full papers will be subject to a double-blind peer revi
ew process before they are accepted for inclusion in the conference proce
edings. Authors and conference participants are kindly requested to parti
cipate in the review process. Furthermore\, selected papers will be consi
dered for a special issue of the SOTL in the South journal.